Hostname: page-component-cd9895bd7-gbm5v Total loading time: 0 Render date: 2024-12-27T07:06:06.407Z Has data issue: false hasContentIssue false
  • English
  • Français

Supervision Effects on Self-Efficacy, Competency, and Job Involvement of School Counsellors

Published online by Cambridge University Press:  21 December 2017

Soo Yin Tan  and
Chih Chin Chou
Soo Yin Tan*
Affiliation:
Office of Teacher Education, Psychological Studies, National Institute of Education, Singapore
Chih Chin Chou
Affiliation:
Rehabilitation & Mental Health Counseling (RMHC) Program, Department of Child and Family Studies, University of South Florida, Tampa, Florida, USA
*
address for correspondence: Dr Tan Soo Yin, Office of Teacher Education, Psychological Studies, National Institute of Education, NIE2-03-75A, 1 Nanyang Walk, Singapore637616. Email: [email protected]
Get access

Abstract

This research examined the effects of structured group supervision (SGS) on counsellors’ self-efficacy, counselling competency, and job involvement in Singapore. Twenty-one counsellors participated in six, 3-hour SGS sessions over 12 weeks with one qualified counselling supervisor. The counsellors had at least six months’ experience working as counsellors in schools or educational-related settings, such as student care centres. A single-group, before-after design was adopted. Pre- and posttest questionnaires were administered — Counselling Self-Efficacy Scale (CSES), Counsellor's Competence Self-Evaluation Scale (CCSS), and Job Involvement Scale (JIS) — to examine counsellor self-efficacy, counselling competency, and job involvement respectively. Paired-sample t tests were used to examine the impact of SGS on the three measures, whereas the Pearson correlation was used to examine the relationships among them. It was found that there was (a) a significant increase in mean scores for pre- and posttest scores for counsellor self-efficacy and counselling competency, but not for job involvement after SGS; and (b) a significant positive correlation among the three variables. With a better understanding of the SGS and the impact on counsellors, supervision practices can be improved and school counsellors can become more competent and confident.

Keywords

school counsellingsupervisionself-efficacycompetencyjob involvement
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 28 , Issue 1 , June 2018 , pp. 18 - 32
Check for updates
Copyright
Copyright © The Author(s) 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Agnew, T., Vaught, C.C., Getz, H.G., & Fortune, J. (2000). Peer group clinical supervision program fosters confidence and professionalism. Professional School Counseling, 4, 6–12.Google Scholar
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147. doi:10. 1037/0003-066X.37.2.122CrossRefGoogle Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Google Scholar
Barnes, K.L. (2004). Applying self‐efficacy theory to counselor training and supervision: A comparison of two approaches. Counselor Education and Supervision, 44, 56–69.CrossRefGoogle Scholar
Benshoff, J., & Paisley, P. (1996). The structured peer consultation model for school counselors. Journal of Counseling and Development, 74, 314–318.CrossRefGoogle Scholar
Bernard, J.M., & Goodyear, R.K. (2009). Fundamentals of clinical supervision (4th ed.). Upper Saddle River, NJ: Pearson Education.Google Scholar
Borders, L. (1991). A systemic approach to peer group supervision. Journal of Counseling and Development, 69, 248–252.CrossRefGoogle Scholar
Carroll, M.M. (2001). Counselling supervision: Theory, skills, and practice. London, UK: Sage.Google Scholar
Cashwell, T.H., & Dooley, K. (2001). The impact of supervision on counselor self-efficacy. Clinical Supervisor, 20, 39–47. doi:10.1300/J001v20n01_03CrossRefGoogle Scholar
Cohen, A. (1999). Relationships among five forms of commitment: An empirical assessment. Journal of Organisational Behavior, 20, 285–308.3.0.CO;2-R>CrossRefGoogle Scholar
Cooper-Hakim, A., & Chockalingam, V. (2005). The construct of job involvement: Testing an integrative framework. American Psychological Association, 131, 241–259. doi:10.1037/0033-2909.131.2.241Google Scholar
Coughlan, S. (2015, May 13). Asia tops biggest global school rankings. BBC News. Retrieved from http://www.bbc.com/news/business-32608772Google Scholar
Crutchfield, L.B., & Borders, L.D. (1997). Impact of two clinical peer supervision models on practicing school counselors. Journal of Counseling and Development, 75, 219–230.CrossRefGoogle Scholar
Culbreth, J.R., Scarborough, J.L., Banks-Johnson, A., & Solomon, S. (2005). Role stress among practicing school counsellors. Counselor Education and Supervision, 45, 58–71. doi:10.1002/j.1556-6978.2005.tb00130.xCrossRefGoogle Scholar
Dimick, K.M., & Krause, F.H. (1975). Practicum manual for counseling and psychotherapy. Munice, IN: Accelerated Development Incorporated.Google Scholar
Eriksen, K., & McAuliffe, G. (2003). A measure of counsellor competency. Counselor Education & Supervision, 43, 120–133.CrossRefGoogle Scholar
Fu, C.S. (2015). The effect of emotional labour on job involvement in preschool teachers: Verifying the mediating effect of psychological capital. Turkish Online Journal of Educational Technology-TOJET, 14, 145–156.Google Scholar
Hafer, J.C., & Martin, T.N. (2006). Job involvement or affective commitment: A sensitivity analysis study of apathetic employee mobility. Journal of Behavioral and Applied Management, 8, 2–19.CrossRefGoogle Scholar
Harvey, V.S., & Struzziero, J. (2008). Professional development and supervision of school psychologists: From intern to expert (2nd ed.). Bethesda, MD: Corwin Press and NASP Publications.Google Scholar
Jaafar, W.M.W., Mohamed, O., Bakar, A.R., & Tarmizi, R.A. (2009). The influence of counseling self-efficacy towards trainee counselor performance. The International Journal of Learning, 16, 247–260.Google Scholar
Khan, T.I., Jam, F.A., Akbar, A., Khan, M.B., & Hijazi, S.T. (2011). Job involvement as predictor of employee commitment: Evidence from Pakistan. International Journal of Business and Management, 6, 252. doi:10.5539/ijbm.v6n4p252Google Scholar
Kress, V.E.W., Eriksen, K.P., Rayle, A.D., & Ford, S.J. (2005). The DSM-IV-TR and culture: Considerations for counselors. Journal of Counseling and Development, 83, 97.CrossRefGoogle Scholar
Lambie, G.W., & Sias, S.M. (2009). An integrative psychological developmental model of supervision for professional school counselors‐in‐training. Journal of Counseling & Development, 87, 349–356.CrossRefGoogle Scholar
Larson, L.M., Suzuki, L.A., Gillespie, K.N., Potenza, M.T., Bechtel, M.A., & Toulouse, A.L. (1992). Development and validation of the counseling self-estimate inventory. Journal of Counseling Psychology, 39, 105–120. doi:10.1037/0022-0167.39.1.105CrossRefGoogle Scholar
Larson, L.M., & Daniels, J.A. (1998). Review of the counselling self-efficacy literature. The Counseling Psychologist, 26, 179–218. doi:10.1177/0011000098262001CrossRefGoogle Scholar
Lee, C.C. (2005). Urban school counselling: Context, characteristics, and competencies. Professional School Counseling, 8, 184–188.Google Scholar
Linton, J.M., & Deuschle, C.J. (2006). Meeting school counsellors' supervision needs: Four models of group supervision. Journal of School Counseling, 4, 1–25.Google Scholar
Lodahl, T.M, & Kejner, M. (1965). The definition and measurement of job involvement. Journal of Applied Psychology, 49, 24–33CrossRefGoogle ScholarPubMed
Martin, P.J. (2002). Transforming school counseling: A national perspective. Theory into Practice, 41, 148–153.CrossRefGoogle Scholar
McAuliffe, G. (1992). A case presentation approach to group supervision for community college counsellors. Counselor Education and Development, 74, 142–150.Google Scholar
McMahon, M., & Patton, W. (2000). Conversations on clinical supervision: Benefits perceived by school counsellors. British Journal of Guidance and Counselling, 28, 339–351.CrossRefGoogle Scholar
Ministry of Education. (2015). School counsellor. Retrieved from http://www.moe.gov.sg/careers/allied-educators/school-counsellor/Google Scholar
Page, B.J., Pietrzak, D.R., & Sutton, J.M. Jr. (2001). National survey of school counsellor supervision. Counselor Education and Supervision, 41, 142–150.CrossRefGoogle Scholar
Ridley, C.R., Mollen, D., & Kelly, S.M. (2011). Beyond microskills toward a model of counseling competence. The Counseling Psychologist, 39, 825–864. doi:10.1177/0011000010378440CrossRefGoogle Scholar
Rotenberry, P.F., & Moberg, P.J. (2007). Assessing the impact of job involvement on performance. Management Research News, 30, 203–215. doi: 0.1108/01409170710733278CrossRefGoogle Scholar
Somody, C., Henderson, P., Cook, K., & Zambrano, E. (2008). A working system of school counsellor supervision. Professional School Counseling, 12, 22–33.CrossRefGoogle Scholar
Tan, E. (2002). Career guidance in Singapore schools. The Career Development Quarterly, 50, 257–263.CrossRefGoogle Scholar
Tang, M., Addison, K.D., LaSure-Bryant, D., Norman, R., O'Connell, W., & Stewart-Sicking, J.A. (2004). Factors that influence self-efficacy of counseling students: An exploratory study. Counselor Education & Supervision, 44, 70–80.CrossRefGoogle Scholar
Tayo, O., & Adedapo, Y.A. (2012). Job involvement and organisational commitment as determinants of job performance among Educational Resource Centre Personnel in Oyo State, Nigeria. Journal of Science, Technology, Mathematic and Education, 9, 153–160.Google Scholar
Urbani, S., Smith, M.R., Maddux, C.D., Smaby, M.H., Torres-Rivera, E., & Crews, J. (2002). Skills-based training and counseling self-efficacy. Counselor Education and Supervision, 42, 92–106.CrossRefGoogle Scholar
Vanzandt, C.E. (1990). Professionalism: A matter of personal initiative. Journal of Counseling and Development, 68, 243–245.CrossRefGoogle Scholar
Wilbur, M.P., Roberts-Wilbur, J., Morris, J.R., Betz, R.L., & Hart, G.M. (1991). Structured group supervision: Theory into practice. Journal for Specialists in Group Work, 16 (2), 91–100.CrossRefGoogle Scholar
Wilbur, M.P., & Roberts-Wilbur, J. (1994). Structured group supervision (SGS): A pilot study. Counselor Education and Supervision, 33 (4).CrossRefGoogle Scholar
Wong, I.Y.F. (2006). The 3-Cs of the full-time school counsellor: Charge, change and challenges. In Lui, E.H.W. & Wong, S.S. (Eds.), Reflections on counselling: Developing practice in schools (pp. 11–22). Singapore, Singapore: Prentice Hall.Google Scholar
Word, J., & Park, S.M. (2009). Working across the divide job involvement in the public and nonprofit sectors. Review of Public Personnel Administration, 29, 103–133.CrossRefGoogle Scholar
Yeo, L.S., Tan, S.Y., & Neihart, M.F. (2012). Counselling in Singapore. Journal of Counselling & Development, 90, 243–248.CrossRefGoogle Scholar